WWC review of this study

Accelerated Math in grades 4 through 6: evaluation of an experimental program in 15 schools in North Rhine-Westphalia.

Lehmann, R. H., & Seeber, S. (2005). Berlin: Humboldt University.

  • Quasi-Experimental Design
     examining 
    1,131
     Students
    , grades
    4-6
No statistically significant positive
findings
Meets WWC standards with reservations

Reviewed: December 2017

Mathematics achievement outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

Hamburger Schulleistungstest (HST)

Accelerated Math® vs. Business as usual

5 Months

Aggregated sample (Grades 4-6);
1,131 students

118.93

117.54

No

--
More Outcomes
Show Supplemental Findings

Hamburger Schulleistungstest (HST)

Accelerated Math® vs. Business as usual

5 Months

Grade: 5;
441 students

124.22

120.18

No

--

Hamburger Schulleistungstest (HST)

Accelerated Math® vs. Business as usual

5 Months

Grade: 6;
509 students

111.59

111.75

No

--

Characteristics of study sample as reported by study author.


  • International

Setting

The study included students in grades 4–6 in 14 schools in the German state of North Rhine-Westphalia. Data collection occurred between February and July of 2004.

Intervention Group

Intervention students implemented a pilot, German-language version of Accelerated Math® as a supplement to their existing math curriculum. In this pilot version of Accelerated Math®, student content and materials were translated into German while instructor materials were in English. Intervention students used Accelerated Math® for a minimum of 4 months prior to completing the posttest. The study does not report how Accelerated Math® was used in the classroom; however, the authors report that there was significant variation in the quality of implementation. In grades 4 and 5, five classrooms out of 13 implemented the program only minimally or partially. The same information is not reported for grade 6. The study does not indicate how minimal or partial implementation was defined or measured.

Comparison Group

Comparison students used their schools’ existing math curriculum. The study did not describe or name the curriculum.

Support for implementation

The study does not specify how much training or support intervention teachers received.

In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.

  • Lehmann, R. H., Seeber, S. (2005). Accelerated Math in grades 4–6: Summary of a quasi-experimental study in North Rhine-Westphalia, Germany. Wisconsin Rapids, WI. Renaissance Learning, Inc.

Reviewed: July 2017

Study sample characteristics were not reported.

In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.

  • Lehmann, R. H., Seeber, S. (2005). Accelerated Math in grades 4–6: Summary of a quasi-experimental study in North Rhine-Westphalia, Germany. Wisconsin Rapids, WI. Renaissance Learning, Inc.

 

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